Misinformation in Education: Social Media, Sentiment, and Institutional Trust in Kenyan School Communities

Abstract

Misinformation in the education sector poses a growing threat to school communities in Kenya, undermining trust in institutions and sowing confusion and fear. This paper examines the prevalence and emotional impact of false claims circulating among Kenyan school stakeholders via social media. The study is situated in a context of high digital penetration and widespread use of semi-private messaging platforms, where unverified rumors about national exams and school policies spread rapidly. Drawing on literature from misinformation studies, education leadership, and African digital media, we highlight how affective dynamics such as fear, anger, and uncertainty fuel the spread of educational misinformation. We argue that conventional fact-checking approaches are insufficient without addressing the sentiments and trust issues that make false education narratives persuasive. The paper integrates sentiment analysis as a methodological lens to explore how emotions frame misinformation narratives, and it emphasizes the need for contextually grounded, decolonial approaches to studying and countering misinformation in multilingual environments. Finally, we find that education misinformation thrives where institutional trust is low, and we stress the importance of strengthening information integrity and media literacy in school communities to combat falsehoods and foster trust in educational institutions.